Recognizing diversity in Czech classrooms: Teachers' perceptions and (un)certainty

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F25%3A10506406" target="_blank" >RIV/00216208:11410/25:10506406 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11240/25:10506406

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=5BcRDjN-Da" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=5BcRDjN-Da</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.2478/mgr-2025-0021" target="_blank" >10.2478/mgr-2025-0021</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Recognizing diversity in Czech classrooms: Teachers' perceptions and (un)certainty

Popis výsledku v původním jazyce

This study examines Czech elementary and secondary school teachers&apos; perceptions of classroom diversity, focusing on visible and concealable student differences, including those related to sexual orientation and gender identity (LGBT+). Based on survey data from 701 class teachers across diverse regions, we explore how urbanicity, measured by municipality size, is associated with educators&apos; recognition of and (un)certainty about various identities. Teachers in larger municipalities, particularly Prague, reported greater perceived diversity and lower uncertainty in recognizing LGBT+ students, partially supporting the cosmopolitan thesis, which associates exposure to difference with increased openness. However, we distinguish cosmopolitanism as a cultural disposition from urbanicity as a demographic indicator, emphasizing that they should not be conflated. Unexpectedly, institutional support for managing diversity in the classroom did not vary systematically with municipality size, suggesting that local leadership and training are more influential than demographic context. While urban teachers tended to view diversity more positively, those in smaller municipalities expressed greater uncertainty, especially regarding less recognizable identities, such as sexual orientation, gender diversity, and religion. These findings highlight the roles of concealability, stigma, and cultural norms in shaping recognition of diversity. We argue that inclusive education requires not only policy change but also cultural and institutional transformation.

Název v anglickém jazyce

Recognizing diversity in Czech classrooms: Teachers' perceptions and (un)certainty

Popis výsledku anglicky

This study examines Czech elementary and secondary school teachers&apos; perceptions of classroom diversity, focusing on visible and concealable student differences, including those related to sexual orientation and gender identity (LGBT+). Based on survey data from 701 class teachers across diverse regions, we explore how urbanicity, measured by municipality size, is associated with educators&apos; recognition of and (un)certainty about various identities. Teachers in larger municipalities, particularly Prague, reported greater perceived diversity and lower uncertainty in recognizing LGBT+ students, partially supporting the cosmopolitan thesis, which associates exposure to difference with increased openness. However, we distinguish cosmopolitanism as a cultural disposition from urbanicity as a demographic indicator, emphasizing that they should not be conflated. Unexpectedly, institutional support for managing diversity in the classroom did not vary systematically with municipality size, suggesting that local leadership and training are more influential than demographic context. While urban teachers tended to view diversity more positively, those in smaller municipalities expressed greater uncertainty, especially regarding less recognizable identities, such as sexual orientation, gender diversity, and religion. These findings highlight the roles of concealability, stigma, and cultural norms in shaping recognition of diversity. We argue that inclusive education requires not only policy change but also cultural and institutional transformation.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

50701 - Cultural and economic geography

Projekt

<a href="/cs/project/GA23-07934S" target="_blank" >GA23-07934S: LGBT+ identita jako vývojová výzva v prostředí školy: individuální, sociální a institucionální perspektiva</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Moravian Geographical Reports

ISSN

1210-8812

e-ISSN

2199-6202

Svazek periodika

33

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

15

Strana od-do

264-278

Kód UT WoS článku

001657022000004

EID výsledku v databázi Scopus

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